After I looked over the second semester topics that my cooperating teacher Mrs. Leslie Bowers had given me, I have decided that I think I should do my unit plan on Evolution. I will be teaching a sophomore biology class. When I spoke with Mrs. Bowers during my last visit and we discussed that I should begin only teaching a few full lessons to start my teaching experiences. The unit on evolution in Mrs. Bowers' syllabus is the second full unit that will be covered during my student teaching semester. We decided that by giving me only a few full lessons at first rather than jumping right into my unit plan will allow me to get a feel on running the classroom and also allotting the students to get used to my teaching style. This will also keep me from getting extremely overwhelmed and stressed.
When I teach this unit on evolution, I will be teaching lessons on both evolution and human evolution. I plan on teaching a variety of topics during this unit which include Darwin's Theory of Evolution. We will trace the evolution of homo sapiens. I will include lessons on natural selection and its how organisms may change to adapt to their environment. I also plan on having my students create a taxonomic key based on evolutionary relationships. During my lessons I will try to vary the lesson structure by using lecture style, group work, informational games, and discussion groups to teach this unit plan.
Standards that will most likely be applicable during my unit plan:
LS3 (9-11) -7 Students demonstrate an understanding of Natural Selection/evolution by…
7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth.(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
LS3 (Ext) -7 Students demonstrate an understanding of Natural Selection/ evolution by…
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
7cc trace the evolution and migration of Homo sapiens.
LS3 (9-11) -8 Students demonstrate an understanding of Natural Selection/ evolution by…
8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change.
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Students demonstrate an understanding of classification of organisms by …
8d using data or models (charts, diagrams, table, narratives etc.) to analyze how organisms are organized into a hierarchy of groups and subgroups based on evolutionary relationships. (e.g. creating a taxonomic key to organize
When I teach this unit on evolution, I will be teaching lessons on both evolution and human evolution. I plan on teaching a variety of topics during this unit which include Darwin's Theory of Evolution. We will trace the evolution of homo sapiens. I will include lessons on natural selection and its how organisms may change to adapt to their environment. I also plan on having my students create a taxonomic key based on evolutionary relationships. During my lessons I will try to vary the lesson structure by using lecture style, group work, informational games, and discussion groups to teach this unit plan.
Standards that will most likely be applicable during my unit plan:
LS3 (9-11) -7 Students demonstrate an understanding of Natural Selection/evolution by…
7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth.(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
LS3 (Ext) -7 Students demonstrate an understanding of Natural Selection/ evolution by…
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
7cc trace the evolution and migration of Homo sapiens.
LS3 (9-11) -8 Students demonstrate an understanding of Natural Selection/ evolution by…
8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change.
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Students demonstrate an understanding of classification of organisms by …
8d using data or models (charts, diagrams, table, narratives etc.) to analyze how organisms are organized into a hierarchy of groups and subgroups based on evolutionary relationships. (e.g. creating a taxonomic key to organize